|AP participation/success included in high school accountability metrics/reporting|
|Arkansas||Yes, for reporting. Districts must annually report by grade level, economic status, and ethnicity:
|California||Yes, for accountability and reporting. Accountability: Each district is required to adopt a local control and accountability plan that includes, for the district and for each school in the district, a description of the annual goals, for all pupils and each subgroup of pupils, to be achieved for each of the state priorities enumerated in statute, including among others, the percentage of students who have earned a ≥ 3 on an AP exam.|
Reporting: School accountability report cards must include the number of AP courses offered, by subject.
|Colorado||Yes, for reporting. School performance reports must include information on the availability of AP, IB and honors courses.|
|Connecticut||Yes, for accountability. One of the indicators for high school accountability is the percentage of students in grades 11 and 12 achieving a college- and career-readiness benchmark on any of the following:
|District of Columbia||No|
|Florida||Yes, for accountability. In calculating a high school's school grade, a school earns up to 100 points based on the percentage of graduates from the graduation rate who were eligible to earn college and career credit through AP exams, International Baccalaureate examinations, dual enrollment courses, or Advanced International Certificate of Education examinations; or who, at any time during high school, earned national industry certification identified in the CAPE Industry Certification Funding List.|
In addition, each district identified as high-performing must submit an annual report to the state board and the legislature that includes the number and percentage of students taking an AP exam, and longitudinal performance of students who take an AP exam by demographic group (specifically, age, gender, race, and Hispanic origin, and by participation in the National School Lunch Program).
A district school board may operate an innovation school of technology for the purpose of developing the innovative use of industry-leading technology while requiring high student academic achievement and accountability in exchange for flexibility and exemption from specified statutes and rules. Similarly to high-performing districts, the school district of an innovation school of technology must submit a report to the state board and legislative leadership the number and percentage of students who take an AP exam, and longitudinal performance for students who take an AP exam, organized by age, gender, and race, and for students who participate in the National School Lunch Program.
Further, the department of education must develop an evaluation method for each provider of part-time virtual instruction that includes the percentage of students taking AP exams, and percentage of students scoring ≥ 3 on an AP exam.
|Georgia||Yes, for accountability. The College and Career Ready Performance Index for High Schools includes indicators students may meet by AP participation and performance:
|Idaho||Yes, for accountability. Idaho's ESEA waiver establishes a Point Matrix for Advanced Education Opportunities (i.e., AP, IB, dual credit or Tech Prep), with varying numbers of points awarded a school based on the percentage of students completing the Advanced Opportunity with a "C" or better.|
|Illinois||Yes, for reporting. School and district accountability report cards must include AP courses.|
|Indiana||Yes, for accountability and reporting. Accountability: A school's college and career readiness achievement score is the product of the college and career readiness achievement rate and the state college and career readiness factor. A school's college and career readiness achievement rate is based on the percentage of students in the school's 4-year graduation cohort who accomplished any of the following:
In addition, the department of education must prepare an annual report on the implementation of the AP program. The report must include the pertinent details of the program, including:
|Kentucky||Yes, for reporting. School report cards must report, disaggregated by race, gender, disability and economic status:
|Louisiana||Yes, for accountability. The graduation index of a school is the average number of points earned by cohort members. A graduating member of a high school cohort who earns a high school diploma:
In addition, the department of education's standardized data collection and analysis system may, but is not required to regularly collect, the number of students in AP classes.
|Maryland||Yes, for accountability and reporting.|
Reporting: Accountability reports for districts and schools include participation in AP, SAT, ACT, and PSAT exams. AP data include, for all AP subject and disaggregated for English, math, science and social studies:
|Michigan||Yes, for annual accreditation report. If a district board wants all of its schools to be accredited, the board must prepare and submit to the state board an annual education report that includes, among other indicators:
|Minnesota||Yes, for reporting. Accountability reports must include a rigorous coursework measure indicating the number and percentage of high school graduates in the most recent school year who successfully completed one or more AP courses.|
In addition, the commissioner must annually submit the following information on rigorous course taking, disaggregated by student subgroup, school district, and postsecondary institution, to the education committees of the legislature:
|Mississippi||Yes, for accountability and reporting. Accountability: Beginning in the 2015-16 school year, high schools will have an Acceleration component in their calculations. The Acceleration component refers to the percentage of students taking and passing the assessment associated with the accelerated courses such as AP, IB, Advanced International Certificate of Education (AICE), or state board-approved industry certification courses. For AP courses, the student must score 3 on the AP exam.|
The Acceleration component will consist of a Participation and a Performance component. These 2 components will be combined for one score worth 50 points and phased in on the following sliding scale:
• 2 courses: 1.1
• 3 courses: 1.2
• 4 courses: 1.3
• 5 courses: 1.4
Reporting: Under the Children First Act, districts must report the number of students enrolled in AP courses.
|Missouri||Yes, for accountability. The department of elementary and secondary education must have a scoring rubric for AP courses as part of the Missouri school improvement program (MSIP). Specifically, there are 5 areas of performance standards for K-12 districts, including college and career readiness. One of the 6 metrics demonstrating the district provides adequate postsecondary preparation for all students is the percent of graduates who earned a qualifying score or grade on an AP, IB, or Technical Skills Attainment (TSA) assessment and/or receive college credit or a qualifying grade through early college, dual enrollment, or approved dual credit courses meets or exceeds the state standard or demonstrates required improvement.|
The rubric, which must recognize the difficulty of providing such courses in rural districts, must take into account population density in districts and localized teacher shortages in academic specializations, and differentially reward districts for accomplishing delivery of such courses through electronic media under such circumstances.
Regulation governing the Missouri school improvement program establishes metrics for college and career readiness, including the percent of graduates who earned a qualifying score on an AP exam meets or exceeds the state standard or demonstrates required improvement.
|Montana||No. However, statute directs the superintendent of public instruction to gather, maintain, and distribute longitudinal, actionable data on student-level AP exams.|
|Nevada||Yes, for accountability. Nevada's "College and Career Readiness" indicator ranks high schools on a scale from 0 to 4 points based on several indicators, including the percent of students passing AP courses.|
|New Hampshire||Yes, for reporting. Districts must annually report to the department of education the number of graduating students participating in AP programs. Data must be disaggregated as required by federal law.|
|New Jersey||Yes, for reporting. School and district accountability report cards include :
|New Mexico||Yes, for accountability. All high schools are graded on college readiness academic indicators that include AP scores. In addition, as part of the annual budget approval process, the department must ensure that a local school board or governing body of a charter school is prioritizing resources of a public school rated D or F toward proven programs and methods linked to improved student achievement until the public school earns a grade of C or better for two consecutive school years.To determine the prioritization of resources of a public school rated D or F, the department must examine any combination of specified factors, including any district or PED data related to AP courses or scores.|
In addition, a public post-secondary educational institution, upon request from a New Mexico public high school or district superintendent, must provide a report of students who enroll in the institution within three years of (1) high school graduation; (2) leaving that high school without enrolling in another high school; or (3) earning a high school equivalency credential. The report must indicate Advanced Placement by subject and total credits earned.
|North Carolina||Yes, for reporting. School report cards must include AP course participation and AP exam participation and performance.|
In addition, while not an accountability reporting metric, the state board of education must report annually to the Joint Legislative Education Oversight Committee on advanced courses (AP and IB) in North Carolina. The report must include:
|Ohio||Yes, for accountability and reporting. Accountability: District and school report cards include a graded component known as Prepared for Success. Schools or districts earn one point for each student who meets one or more of the following criteria:
Reporting: School and district accountability reports must include the percentage of students enrolled in a district or building participating in AP classes, and the percentage of those students who received a score of ≥ 3 on AP exams.
|Oklahoma||Yes, for accountability. In calculating a high school's A - F grade, a school may receive one bonus point for meeting the criteria for an “A” for performance or participation of students in AP courses or other enumerated advanced academic or CTE courses. Specifically, the criteria for earning an “A” for participation or performance in advanced coursework aer met if the school achieves either a student participation rate of ≥ 70% in accelerated coursework (student passes AP or other advanced course), or a student performance rate of ≥ 90% in accelerated coursework (in case of AP, student enrolled in course, earns "C" or higher, and earns ≥ on AP exam). A school earns credit for every course in which a student demonstrates the required level of performance.|
In addition, while not a metric for high school accountability reporting, the state department of education must annually report to the governor and house and senate education committees on the Advanced Placement Incentive Program for the previous school year. The report must include:
|Oregon||No. However, each school district must annually report to the department of education the types of accelerated college credit programs offered, including AP.|
|Pennsylvania||Yes, for reporting. High school accountability reports include the number of AP courses offered.|
|Rhode Island||Yes. The department must issue a report to the general assembly on the AP teacher training program that includes:
|Tennessee||Yes, for reporting. The commissioner of education must publish an annual report that includes:
|Texas||Yes, for accountability and reporting. Accountability: Performance indicators for high schools must include the percentage of students who have completed an AP course.|
Reporting: Texas Performance Reporting System (TPRS) postsecondary readiness indicators include, among others:
|Utah||Yes, for reporting. School and district accountability reports must include:
|Virginia||Yes, for reporting. School accountability reports must include percentage of students who take AP courses and percentage of students who take AP tests.|
|Washington||Yes, for accountability and reporting. Accountability: The "Career and College Readiness" performance indicator includes the percent of students earning high school credit in a dual credit program or earning a state or nationally recognized industry certification for all students group and targeted subgroups. "Dual credit" is defined to include AP, IB, Running Start, College in the High School, Tech Prep, and other courses intended to give students advanced credit toward career pathways or degrees. |
Reporting: Accountability report cards indicate the rates at which students earn college credit through a dual credit course, including by earning a score of ≥ 3 on an AP exam.
The office of the superintendent of public instruction must also annually report to the education and higher education committees of the legislature on student participation rates and academic performance in dual credit programs, including AP.
|West Virginia||Yes, for accountability. School accountability reports must include:
|Wisconsin||Yes, for reporting. School and district accountability reports must include percentage of students participating in AP courses.|